The purpose of this study is to examine the support elementary and middle school teachers need to implement high quality movement (embodied pedagogies) in their classroom practice. High quality movement is an effective learning and teaching tool because it is based on students' nature to learn, it improves students' physical health, mental health, cognition, and academic success. Moreover, teachers can implement learning and physical activity in their classrooms, hence combining academic learning and moving at the same time. The purpose of this study is to better understand teachers' perceptions and perspectives because teachers' experiences and views of high quality movement are not well investigated. A sequential explanatory mixed method approach was used. The quantitative survey (n=97) and 21 qualitative interviews revealed that teachers see high quality movement as an efficient and desirable instruction tool. The survey also showed the lack of a common understanding of what high quality movement denotes and the need for another term that is more universally understood. The researcher proposes embodied pedagogies as a term to universally describe learning academic content through movement. Moreover, teachers requested professional development, teacher collaboration in the school building and beyond, and pedagogical strategies to successfully implement embodied learning in their classrooms. In addition, the researcher also sees higher education as a way to educate preservice teachers with regard to embodied pedagogies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]